Tuesday, October 30, 2018

Form one English Language Complete Notes curent syllabus

Topic 1: LISTERNING TO AND UNDERSTANDING SIMPLE TEXTS ABOUT A VARIETY OF EVENTS AND SITUATION.

Listening To and Understanding Simple Oral Texts on Events

SPORTS DAY
It was Sports Day at our school so students gathered at the playground which was full of students from different schools within the Morogoro region. At 4pm, a match between Kilakala Secondary School and Bigwa Secondary School, a sister school began. The referee called all players to line up at the centre of the football pitch and the coaches directed their teams to the centre of the football pitch. Spectators gathered and cheered at their teams. One of players, Siha, injured another player, Janet, on her leg. Janet was given first aid and treated for her injuries.
When the match approached the to end, two students ran into each other, and one of them, Jane, fainted. Five minutes before the end of the match, the Kilakala football team scored a goal, declaring them the winners. The referee blew his whistle and the team members left the football pitch.

Vocabulary
Meaning of Common Vocabulary used in sports story example football.
 (a) Suddenly - Quickly
(b) Spectator - People who are watching something
(c) Exciting - something you enjoy so much
(d) Attract - make people like to see something

Exercise 1
Give the meaning of the following words as used in the story:
Competitor
Crash
Spectator
Referee
Football pitch
Coach

GRADUATION DAY
VOCABULARY
Graduation - a party of student who has finished school
Activities - work
Arrange - plan
e.g. The teacher said that we should arrange our chair properly
Imagine - think of it
Example: Imagine a female present in Tanzania
Exercise
Make two sentences using the words; Graduation and activities
(i) …………………..
(ii) ………………….
STRUCTURE.
Prepositions of Time “At” and “in”
Examples
(a) The party started at 8:00
(b) The guest of honor arrived at 12:00
(c) We ate lunch in the evening
(d) The sleep at right
(e) We arrived at school in the morning


Listening to and Understanding Simple Texts

OUR SCHOOL

The school Head Master’s office is next to the laboratory which students use to conduct different experiments in biology, chemistry and physics. At 2 pm, students go to the assembly hall for daily announcements on routines and activities. The dining hall is between the school lab and the dormitory; students eat their meals in the dinning hall. There are many fruit vendors near the dining hall selling apples, pineapples, oranges, and bananas. After their meal at 5 pm, students go to their dormitories to shower and clean up. There are several bathrooms and laundry rooms where the students take baths and wash their clothes. After their evening meals, students normally go to the classrooms for personal study.




MY FIRST DAY AT SECONDARY SCHOOL
My name is Evelyn Livoga, my father’s name is Mr. Livoga and my mother’s name is Mrs. Grace Livoga. I am fifteen years old. I am black in colour and tall, thin in size.
My first day at secondary school was exciting. I was very excited. When I arrived at school saw some of my friends who come to me and helped me with my luggage to the Head Mistress office for checkup. I waved by to my parents and they gave me a hug.
When I went to the office they checked my luggage and they showed me the way to the dormitory. I went to the dormitory hurriedly and keep my luggage. Then I took bath and I went to class.
When I reached to the class I made my friends and they gave me a lot of loving company. After a half an hour the bell rang and everybody followed the bell.
All the teachers come in front of us and started introducing themselves and lastly the Head Mistress introduced herself. Her name is Sis. Magreth.
When it reached seven O’clock we had our first dinner at this precious school called St. Joseph Millennium Secondary School. After one and half hour we had our evening prayers and we went to our dormitory to sleep, since then our patron come and showed everybody her room.
After that I prepared my bed and I have my bed ready to sleep. My room where very charming and the patron was very good. I pray for myself and I slept. I hope my road of success will be successful at the end.

EXERCISE
Make two sentences using the words spectators and Exciting
(i) --------------------------
(ii) --------------------------








LISTERNING TO DICTATION

Dictation is the act or process of saying or reading words which are written down by another person. It can take place in school seminars or certain training sessions.

Activity 1
Write down the text as read by the teacher
A terrible accident occurred last Sunday along Morogoro Road; a lorry hit a pedestrian crossing the road at the Msamvu junction. The pedestrian died on the spot. The police arrived at the scene of the accident and called an ambulance from Morogoro Regional Hospital. The body was taken to the hospital's mortuary before being collected by relatives and buried at Kola Hill.

Activity 2
Write down the words below as read by a teacher
Pencil
Exercise
Survival
Environment
Dormitory
Desk


















Topic 2: GIVING DIRECTIONS
Giving direction helps to show where someone he/she want to reach also through this topic students could have a knowledge on how to ask for directions and identify the four points of a compass; The Common words (prepositions) used includes: left, right, straight, crossing, opposite, near to, in front of, beside, behind, under, adjacent to, between, on, in, to, by, at, into, onto, etc. for different situations.
The main purpose of this topic is to give compass direction mainly four cardinal points
i.e. East, West, North, South
The compass is instrument for find direction. It has magnetized needle which sits on a face. The face has different directions drawn on it. The needle always points to the magnetic north. The compass sometimes called Magnetic compass.
Learning words and expressions related to the directions below:

Asking for and giving directions
Rehema: Excuse me could you tell me the way to the pharmacy?
Suzy : yes, it’s that the way, just go straight away after two houses
turn left, it’s on the corner opposite the post office.
Rehema: Thanks, I’ have only been in town for a few days, so I really
don’t know my way around yet
Suzy : Oh! I know how you feel. I was born in this town so I know where everything is.

In giving directions:
Use transitions: After that, then, next, when you get to……… go
Specify distance: Some people feel better knowing how long it will take to get to their destination, example "it’s about five minutes away."
Use landmarks: "You will see large clock", "You will see blue large building."
More useful language: It’s on [street name], It's opposite ...., It’s near.....
Repeat yourself: If you repeat the direction again, the other person will feel comfortable.
Clarify: Make sure that the person understands your directions, example "did you get all that?"
Don’t guess: I am sorry, I'm not from here, I'm afraid I can’t help you."
Exercise
Look at the Map below. Imaging your one of the children asking for the direction. Practice asking for and giving directions to:
1 The mosque 2. The dispensary 3. The market 4. The school 5.The agriculture office
Locating places Discuss the location of the school
-Where the school situated in Tanzania? (north, south, East, west or central)
 -Is it in town or in the country side?
 -Are there any houses, shops or offices nearby?
 - How many roads lead to the school?
 -Do the roads leading to your school have name?















Topic 3: USING A DICTIONARY
Dictionary:
It is a kind of a book or reference that containing words of a language, arranged alphabetically and showing class and uses. We often use a dictionary to look up a word. We do this when we do not know what the word means. Dictionaries are organised to help us look up word easily
Importance of Dictionary book
1. Gives meaning of words
 2. Shows words of the same meaning
3. Shows words which mean the opposite
4. Show the classes of word (verb, nouns, objectives)
5. Show how words are used
6. Show how words are made
7. Show how words are pronounced.
Synonyms: words, which mean the same, a called synonyms
Examples: -Angry - mad Cried - shouted Huge - big Hate - dislike Clever - bright
Antonyms: A dictionary also shows words which mean the opposite words which means the opposite are called antonyms
Examples:
o Hate - like
o Ugly - beautiful
o Slow - fast
o Friendly - enemy
o Strong - weak
Word formation
A dictionary also shows how words are made. This is called word formation
- A noun can be made from a verb or from an Adjective
Example vacate (v) –vocation (N)
Some Nouns end with
(i) …………….. ion (examination)
(ii) …………………ty (beauty)
(iii) ………………….ness (politeness)
(iv) ……………………ce (importance)
Some of the objectives end with
(i) ………... ous (poisonous)
(ii) …………. Al (trial)
(iii) …………..ic (electric)
(iv) ………….. an (African)
(v) ………….. ful (helpful)

Pronunciation: A dictionary shows how words are pronounced English words are pronounced differently from Kiswahili. The way the English words are written is different from the way they pronounced.
Example: see –pronounced as /si/ and not see
Exercise
Write the following words as they are pronounced in the dictionary
Example: King –/KiÅ‹/
(i) Sing =
(ii) Cheek =
(iii) Cart =
(iv) Chest =
(v) Dish =
Exercise
Show differences of pronunciation of the underlined words.
1. Please sit on the seat 2. I left my hat in the hut 3. Pull the boy from the pool 4. Do not hurt my heart























Topic 4: EXPRESSING PERSONAL AND GROUP ROUTINE /HABITS
Every person or group of people who stay together (school) has daily routine or activity. This can be expressed by different works, everyday, often, usually, daily, every month.
Usually action is expressed in present simple tense or habitual aspect. The social area/ focus is on the following.
BREAK TIME
At 10:00 A.M break starts. We go out for a break of 30 minutes. During break time, I drink tea with some snacks. At 10:30 A.m. I go back to class. Classes end at 2:00 p.m.
After classes I go home at 2:45 P.M. I eat lunch.
Exercise
As a student’s what is your Daily Routine?
Vocabulary
Take a shower - wash the whole body
Attendance - counting people
Supper - food eaten at the right (a right meal)
Structure
Prepositions
“ON” –is used with days and dates
Examples
- I go to church on Sundays.
- I go to the Mosque on Friday
- I was born on 03 rd May 1978
“AT” –is used with exact time
Examples:
- He come at six o’clock
- We traveled at night
- The lesson starts at 8:00 am.
“IN” –is used with parts of the day, months and years
Examples:
- He came in the evening
- School will be closed in December
- He was born in 2009
Asking questions.
We can also ask questions using does, do
Note: Does –is for singular nouns and pronouns
Do –is for plural nouns and pronouns.
Examples:
(i) Does she speak English?
(ii) Does he come to school late?
(iii) Does she smoke?
(iv) Do they speak English?
(v) Do they come to school late?
(vi) Do we have to write our names?
Exercise
Make question using does and do
1. Does …………………………..? 2. Does …………………………..? 3. Do ….…………………………..? 4. Do ….…………………………..?










Topic 5: EXPRESSING ON GOING ACTIVITIES
This activity can be done by individual or somebody else. They refer to what is going on at a time of observation guessing, talking and so on. This is PRESENT CONTINUOUS TENSE or PROGRESSIVE ASPECT
- The verbs end with …ing
(i) Martha and Consolata are sweeping the floor
(ii) It is looking at you
(iii) They are eating rice
(iv) You are playing nicely
- When you go to school in the morning there are a lot of activities going on, you will see
(i) Some students sweeping the compound
(ii) Some students watering the flowers
(iii) Some students parading
(iv) Some teachers shouting to the students
(v) Parents paying fees.
Extra verbs
Flowering, watering, chasing, snoring, reading, shouting, waiting, glorying, drinking, ringing, banking, blowing, cutting, shrinking .
Note: present continuous tense He She is It
I am + verb ...............ing
They We are You







Topic 6: EXPRESSING LIKES AND DISLIKE
The word like (v) means to be sound as or pleased with from the verb we get the word like (vi) and dislike (Ti) opposite or antonym. Grammatically likes/ dislike are not nouns but only used in everyday talks (spoken English) whether like or dislike the force behind them are human feeling, taste experience traditions.
- Usually like and dislike are expressed in non-verbal forms of communication such as gesturers, social expressions movement nodding.
- Non- verbal –communication is also called body language
Examples:
Question : what game do you like most?
Answer : I like football and boxing
Question : what music do you like most?
Answer : I like bongo flava
Question : what drink do you like most?
Answer : I like orange Juice only
PREFERENCE
The most suitable is ……..to…………
Therefore
Example: I prefer--------- to----------
(i) I prefer tea to coffee
(ii) I prefer English to Kiswahili
(iii) I prefer reading to writing
Exercise
Make ten (10) sentences using the following words below








Topic 7: TALKING ABOUT ONES FAMILY
- Expressing family relations:
A family is smallest social unit. The family consists of father, mother, children and relatives. This kind of a family is called Extended family
Vocabulary
1. Uncle - The brother of your father or mother
2. Cousin - The child of your uncle or aunt.
3. Nephew - The son of you r brother or sister
4. Niece - The daughter of your brother or sister
5. Sister –in –law - The sister of your wife or husband
6. Father in- law - the father of your wife or husband
7. Grandfather - The father of your father or mother
8. Brother in- law - The brother of your wife of husband
9. Grandmother - The mother of your father or mother 10. Aunt - The sister of your father or mother
A family tree Mabula married Kalunde.They have two children ,Robert and Rose. Robert got married to Rehema and they have two children Tyson and Diana Rose at mrried to Juma and they have two children;Bush and Sijapata Study the following diagram:
Expressing occupations of family members
Members of a family usually has daily activity for production or social services
Vocabulary; Venders, Tailors, Sailors, Plumber, Nurse,Teacher.
Exercise:
Fill in the following table with the right information. The first one has been done for you.

OWNERSHIP OR POSSESSION
Possession refers to one having his/her property such as school, pen, houses, car, home, and farm
- Most occurring words
(i) Possessive pronouns: e.g. my, her, his, our, their
(ii) Other terms: posses, belong, own, property of….
Examples
- My father owns a boat
- My sister own a big house
- I have a hen
- We possess a big library
- That bus belongs to my father
DESCRIBING PHYSICAL APPEARANCE
People differ in physical appearance in terms of height, size, colour,[complexion] morphology, hair, eyes, ears, nose, teeth, fingers, legs, toes, chest head.
Study the following text
Mr. Kibakaya is a light coloured skinned man in our street. He is baldheaded and his remaining hairs gray. Older people say that he has a fair complexion. His daughter is skinning, tall but tenders. She is beautiful and attracts attention whenever she passes. Her twisting eyes confuse young man. She puts on her-heals on every weekend. Her young brother is shot and fat, he looks handsome and magnetic to girls his chest is wide as well as frightening nose
DESCRIBING CHARACTER
Every person has a particular behavior that display his/her character: Example: cruel, greedily, rude, rough, carelessness, generous, gentle, sincere, open, lian
Examples:
(i) He is a rude boy at our school
(ii) She is careless that her uniform is full of sports
(iii) A sincere student is liked by teacher
(iv) You’re a liar
Character changes because of age education and people around, character reflects moral and cultural value. People from broken families usually show bad character. Character can also be understood through a language that a person uses.
Structure
Asking questions
We can also ask questions using the words in the box
(i) Who is shouting?
(ii) What are you doing?
(iii) Which boo is yours?
(iv) Whose pen is this?
(v) When do we go home?






















Topic 8; EXPRESSING OPINIONS AND FEELINGS
What is your opinion?
Do you like city life or rural life?
There are some people who want to go to live in towns. They think that life is cheap and simple there. They think they can buy cars, houses, good clothes etc.
Giving opinions can be easily expressed during debates
Example: Motions
1. Boarding schools provide better education than day school 2. Co- education school are better than single sex school 3. Special ability schools are not special in rolling students 4. Students failure in examination is due to poor teaching.
Look at the following ways in which we can express opinions in English
a) Asking for opinion
b) expressing an opinion
In my opinion,school rules are a waste of time
c) supporting opinion
d) opposing an opinion
e) Expression doubt
Participants
Chief proposer and opposes, audience, guest, speaker, secretary
Vocabulary :
Suggest, view, evaluate, propose, against, think, argue, advise, disagree, equally, feeling can be expressed.
Example
I feel hungry
You are happy
Expressing state of health
Examples Are you sick ? What are you suffering from? Yesterday I had a headache
Exercise Write conversations between a doctor and patient


































Topic 9: ALKING ABOUT PAST EVENTS/ ACTIVITIES
This give a particular form of verb endings it is sometimes called PAST TENSE
Note: common adverb
Last week, yesterday etc.
Example:
My brother got married last Friday
Last week they closed the school
Expressing past activities
Tense is expressed by verbs. These verbs in the past tense be have with regular ending with-ed,-ed, and others behave with irregular ending. Example see-saw, get-got, cut-cut.
Adverbs that show past tense
1. Yesterday - I saw him yesterday 2. Last - we were at club last Friday 3. Ago - they met two years ago 4. Previous - she experienced this problem from the previous.
- Such characteristics of irregular verb also apply to helping or modal verbs
Note: the past tense of the above modal helping verbs are common in conditional clauses that is if……… then…………..
Structure
Past perfect tense
Format
Subject + had + verb in participle
Examples:
I had seen several football games
I had done the job
Structure
Adjective: is a word that is used to describe a noun or a pronoun
General classification of Adjectives
(i) Adjectives of colour
e.g. black, yellow, green, purple, orange, red
(ii) Adjectives of size and shape
e.g. small, giant, round, etc
(iii) Adjectives of quantity
e.g. many, few, little, much
(iv) Adjectives of age
e.g. old, new, middle, young.
(v) Proper adjectives or adjectives of origin
e.g. African, Kenyan, French
(vi) Adjective of use
e.g. useful, useless
ORDER OF ADJECTIVE
Where there is more than one adjective before a noun in a sentence, the order of adjectives is as follows:
(a) 1 st adjective - Describes the number (Quantity)
(b) 2 nd adjective - Describes the general size and shape
(c) 3 rd adjective - Describes age
(d) 4 th adjective - Describes colour
(e) 5 th adjective - Describes where it comes from (origin)
(f) 6 th adjective - Describes what is made up of
(g) 7 th adjective - Noun
Examples:


Topic 10: EXPRESSING FUTURE PLANS AND ACTIVITIES
Future exists in different forms
(1) Intention - necessity -shall
(2) Probability - possibility -will
Common adverb
Tomorrow, next
How to form future?
Subject + shall/will + be + main clause
Examples:
It will be there tomorrow
Subject + will + be + clause
When we want to talk about things what we shall do tomorrow, next week, next month we use words like
- Going to
- Shall
- Will
Examples:
Tomorrow I’m going to write my mother a letter.
She will tell you something good tomorrow
We shall visit you next month
Going to, will and shall show future tense.
Future continues activities
Subject + will or shall + (be) + verb ........ing + clause
Examples
You will be leaving the school at 4:30pm
We shall be singing in the church choir
Exercise
Mention 4 things that you are going to do after you have finished form four
(i) ..........................
(ii) ..........................
(iii) ..........................
(iv) ..........................
(v) ..........................
1. Mention three (3) things which will happen to someone who has HIV/AIDS
(i) ..........................
(ii) ..........................
(iii) ..........................
Note: will is used all persons in the singular and plural for example i) you will be wait ii) I will go to the market tomorrow
Shall is sometimes use instead of will, It is used in statement in the fist personal singular or plural, It shows determination or promise about future activities for example i) We shall play hard and we shall win the game: (determination) ii) I shall write to you as soon as i arrive in Mpwapwa (promise)













Topic 11: READING A VARIETY OF TEXTS (INTENSIVE READING)
Intensive Reading refers to slow and careful reading in details which specific learning aims and tasks. Intensive reading involves reading for composition. Read the following composition then answer the question.
A FOOLISH CUSTOMER
One day Mr. Juha seat in a hotel drinking some coffee. A boy come to him that he was selling afternoon papers. “Which papers do you have? Juha asked. “I have the Daily news and The Guardian”, the boy said. “Well, give me both. How much do they cost?” Mr. Juha asked. “One thousand two hundred for both. The Guardian sells at seven hundred” the boy said, “Oh, that is very expensive; just give, The Daily News”
Mr. Juha gave the boy ton thousand shillings note. The boy said he had no change. “Let me go for the change sir”, the boy said “No! No! No!” you will run away with my money! Leave your papers here with me” Mr. Juha said. The boy left happily leaving Juha with the papers after two hours Mr. Juha counted the papers that the boy had left. They were only three! Juha laughed Kwe! Kwe! Kwe! Of course the boy never came back
Questions
Write True (T) or false (F) to the following sentences
(i) Juha sat in a hotel reading the Daily news
(ii) The Guardian costs five hundred shillings
(iii) Juha change was 8,800/=
(iv) Juha counted his change
Question 2.
Provide meaning of the following terms.
i) Customer
ii) Cost
iii) Change
iv) Expensive


Answers
           i) someone who buys things from the seller, buyer, client
           ii) The price of something e.g. my shoes cost me five thousand shilling only
           iii) Money left buying something
          iv)  An item whose price is very high

EXERCISE
Make two sentences using the words expensive and cost
(i)............................................
(ii)............................................













           











Topic 12: INTERPRETING LITERARY WORKS
Intensive reading: Involves comprehension and summary while reading a class reader (books) its chapters, the following activities should be done.
1. Understanding the writing and pictures on the front cover, usually they summarize or give a piece of information of what is in the class reader (book)
2. Title of the class reader (book)
- A name or topic which is discussed in the chapters
3. Author: A person writes a book must be memorized.
4. Main or chief character(s) he/ she is the main actor
5. Minor character persons or animals in the story
6. Setting (venue –A particular place in which the story take place Example, Dar es salaam, Nairobi, Kampala etc
7. Difficult words should be selected and their meaning understood either by using a dictionary (decretive memory) or according how they are used in the book.
8. To summarize each chapter in one or two sentences and finally the whole book into one to five sentences.
9. The lesson one can learn from the book.
10. The importance or significance or relevant of the book in society
It is still useful or not
Intensive reading therefore means reading deeply while extensive reading refers to reading widely (a lot of book)
Skimming –Narrow information into one sentences or passage Scanning - Reading intensively for specific information
Definition of teams
1. Author - A person who write a book or storing
2. Plot - The main sequence of events in a play, novel
3. Theme - Subject of a taller, piece of writing
4. Chapter - main division of a book
5. Character - Particular nature of someone
6. Setting - way of place in which something is setting
7. Summary - A brief statement of the main point
8. Comprehension- The ability to understand
9. Publisher - A company or person that Publisher, book, News, Paper, Journal
CLASS READER
 I. Who is the author?
The author is Richard S. Mabala
II. List of what you see in front
(a) Hawa the bus driver
(b) The bus
(c) Ubungo plaza (the weather building)
(d) 114 (the number route of the car)
(e) UDA (the name of a car)
(f) Isuzu (the name of the company of the car)
(g) T 140 ADS (the plate number of the car)
(h)Coconut tree
(i) Route of the bus K/Koo
III. Mention the name of the  publish.
The publisher is Ben and company Ltd.
IV. Who is the main character of the whole book why?
Hawa is the main character of the book because she is the one who the whole story is taking about her being a bus driver.
V. Names of the character
(i) Selemani (ii) Hawa (iii) Mzee Athumani (iv) Saada (v) Hassani

Hawa the bus driver
CHAPTER I
HAWA’S DESCRIPTION
- Famous in Dar es salaam
- Very strong woman, tall, tough
- Weight 82kgs
- Bus driver
- The lioness
SELEMANI
- Husband of Hawa
- Worker at Urafiki Texttile Mill
- A medicine operator
- Tall, strong
- Smilling, cool
CHAPTER II, HAWA’S DAY
- Hawa lives in Manzese, suburb of Dar es Salaam.
- Two children Hassan and Sauda
- Primary school teacher George
- A nurse Chausiku, best friend of Hawa
CHAPTER III HAWA AND THE DRUNKED
- Hawa focus trouble from a drunkard
- The conductor, Meshack co-operates with passengers to help Hawa comfort the drunkard
- The drunkard is taken to police station.
CHAPTER IV HAWA AND THE THIEVES
- During the night shift, A man with a pistol pointed at Hawa
- Hawa hijacked and ordered to drive to Mbezi
- Made attack with a passenger who was in a blue overall
- Hawa stopped the bus abruptly
- The thief was overcome by grabbing the pistol
- The passengers helped
- The thief was taken to the police station
- Hawa becomes the Heroine with mind that arms are like baobab trees.
CHAPTER V
Accidents are common in Dar es salaam due to drivers negligence, driving to fast disobey traffic lights, ignore other cars
Changu ni changu chota chako kwingine
Bus coach hit a primary school boy
- Hawa takes troubles to take him to hosp[ital
- Passengers are angry as well as police officers her hart is as sweet as ripe mango
CHAPTER VI SELEMAN IS JEALOUS
- Seleman is jealous because his wife is more famous
Hawa the great
- Some of Selemani’s friends advised him that it is wrong for a wife to be famous and bad to drive a bus
- Selemani orders his wife a stop driving and stay at home.
- Unwilling Hawa decides to resign
- Before submitting a resignation letter her fellow drivers advice her not to do so until they take with her husband
- After a long discussion selemani changes his mind and allow Hawa to drive after seeking his opinion to.
- Hawa and Seleman, continued to live happy together.
Lesson or significance or importance
Generally, Hawa the bus driver is still relevant in society.
- Heroine drivers
- Role of women to prepare breakfast/ meal for the family
- Mockery against women who exceed in society above men has no place anymore.
- Hijackers of business and planes
- Accidents in urban areas/ cities and highways
- Healous of husband who do not like to hear their wife.
Structure8
Articles
a, an, the, are called articles
A: uses of article “a and an” (Indefinite Articles)
(i) “a” is used for countable singular Nouns
Example: a book, a boy
“an” is also used for countable singular Nouns but those which start with a pronunciation of a vowel a, e, I, o, u etc.
Example: an elephant, an egg
But we can also say an honest man because although the word honest start with “h” yet “h” is not pronounced. In pronunciation the word starts with a vowel “O” /Onist/
(ii) a/an are used to refer to things which are not clear to us (indefinite)
Example
- A national party (which one?)
- A man is outside (who?)
(i) a/an are used to introduce something or a person for the first time.
Example:
I bought a radio.
The radio was stolen after two weeks
(ii) an/a are used with illness
Example
I have a cold/ a headache
I have a stomachache
Note: we don’t use articles with plurals
Example: measles, mumps
We also don’t use articles with: blood pressure, flu, gout or hepatitis
You cannot say
I have a blood pressure but you can say
I have blood pressure
(iii) an/a are used when describing someone’s nationality.
Example:
She is an American
He is an African
She is a Tanzanian
Note: Do not put a if the Noun is plural
Example: I saw a boys (No!)
But: I saw boys (Yes)
Exercise
Put in the space below article a or an or put a dash (-) if no article is needed
(i) I can repair __________ car
(ii) I can write__________ letters
(iii) I can eat______________ onion
(iv) Use_______ ruler to draw ___________lines
(v) I am ________Tanzania

DEFINITE ARTICLE “The”
Uses of “the” is used with the following things:
(i) Organizations
E.g. the OAU, the UNO
(ii) ships
E.g. The M.V Express
(iii) before certain expressions of time
e.g. –in the afternoon
- on the previous day
(iv) On public bodies
e.g. the police, the RTD
(v) HISTORICAL EVENTS:
e.g. The Arusha declaration
The majimaji war
(vi)Political parties
e.g. The UMD party
The NPP
(vii) The press e.g. The Daily News
(viii) River E.g. The Ganges, The Nile
(ix)Before musical instruments e.g. He plays the guitar
(x) Mountains e.g. The Alps The Kilimanjaro
(xi)Ocean e.g. The Atlantic
(xii) Things mentioned for the second time
e.g. I bought a shirt and an umbrella, The shirt is now old
(xiii) Used before the name of a country which consist of an Adjective! Example: The United Kingdom The Soviet Union The United Arab
But not;
The West German
The Great Britain
The New Zealand
(xiv) Things which are unique (the only one) e.g. The stars,
The moon,
The God,
The Angles,
The Kilimanjaro hotel,
The Hilton
(xv)Used before superlative e.g. The biggest boy The most beautiful girl
(xvi) The only thing found in the house e.g. The wall The window The roof The kitchen The floor
Note: Do not use articles
(i) In front of uncountable Nouns
e.g. I like butter
(ii) With languages
e.g. English is a world language
(iii) In front proper Nouns
e.g. Mwamsiku is our Headmaster

INTERPRETING POEMS
POETRY
Definition: is an art which uses imaginative language in a pattern of lines and sounds to express deep thought, feeling or human experience. However there are different definitions of the term poetry depending on the author, we can generally define poetry as the art of composing or writing poems.
Note: poems are meant for singing
Structure of poetry
1. What is a poem?
It is a piece of writing arranged in patterns of lines and sounds.
2. What is poet?It is an artist of writer who composes poems
3. What is stanza?It is a group of lines divisions in a poem
4. What is a verse?
It is a single line in a poem
5. What is simile?
It is a way of comparing things using words like……………as…………or like……………………….
6. What is metaphor?
It is a way of comparing things without words of comparison
7. What is imaginary?
It is an art of drawing word picture by comparing the reality of what is talked about to different but relevant aspect of reality.
8. What is rhyme?
Words with some sound at the end of the verse e.g. fly, tie, pie.
9. What is alliteration?
Words with some sound at the beginning of words in verse reinforce the meaning.
Example: pixpox ,pax pox etc.
1. What is reiteration?
It is repetition of a word, a verse or even a stanza for a particular effect
e.g. You are dead and dead and dead indeed



POETRY ANALYSIS
1. Content –What the poem is about or what to describes
2. Themes/ Message –Lessons we learn from the poem or novels message e.g. ignorance,      exploitation, friendship
3. Form –how the poem is arranged (stanza and verses)
4. Mood - attitude of the poet
e.g. happiness, anger, seriousness, etc.
5. Symbolism –using a person or object /animals as if they are people

EAT MORE GRASS (JOE CORRIE)
“Eat more grass” the slogan says more fish, more beef, more bread but I’m on unemployment-pay my third year now and weed.
Read the following poem very fast
Katai is a Masai
Katai can tie and untie a tie
If katai can tie and untie a tie
Why can’t I tie a tie?
Like katai, cantie
And untie a tie?
Questions
(i) Which tribe is katai?..........................
(ii) What can katai do?............................


Structure

BETWEEN/AMONG
Between - is used with two things
Among - is used with more than two things
Examples:
- Kibile is standing between two girls
- Riwa Kariwa is standing among four girls
- The car is between two buses
- Ruth is among ten girls who failed the exams.
















                                         













TOPIC 13: ANALYSING INFORMATION FROM MEDIA.
Analysing Information from the Media
Facts from Media
Identify facts from media
Facts are pieces of information regarded as truth beyond reasonable doubtthatcan be proved or verified.
Activity 1
Read the article below extracted from a newspaper and identify factual information from it.
It is a shame that many girls do not know how to say no to boys who make sexual advances on them. Some girls say no yet still use non verbal actions that suggest a ‘yes.’ What do you think the boy will believe? 'Boys assume that ‘no’ is a half hearted yes', said the minister for social and welfare development. For example, when a girl says ‘I don’t think we should do it,' while looking down at the floor, eating her fingers or killing an unseen insect, her ‘no’ does not get across. Why don’t you say ‘no’ while looking directly into the boy’s face? There are some girls who don not know how to explain themselves when they are asked by boys why they have refused - they start laughing instead of saying ‘no’ and meaning it. For girls to be valued by others, they have to value themselves first. Remember, there are many ‘hit’ and ‘run’ boys who are only after sex. Please say ‘no’ to them, and mean ‘no.‘ You will be preventing pregnancy, HIV/AIDS, and other sexually transmitted diseases (STDs). Look out for your future, mean what you say, if it is ‘yes’ then say it knowing what you are getting into, and if it is ‘no’ it must be a strong ‘No’!
Questions:
Write ‘F’ for facts and ‘NF’ for non fact in the following statement extracted from the passage above :
Girls should say ‘no’ to mean ‘no’ and not ‘yes’ to boys who are hit and run.
Girls should say ‘yes’ and get into sexual intercourse
Girls should value themselves before being valued by boys
Some girls don’t know how to express themselves when they asked for sex by boys
Girls eat their finger and insects around when they are raped by the hit and run boys.
Analysing Non-Factual Information from the Media

Non-Factual Information from Media
Identify non-factual information from media
Non-factual information refers to information which is not true, lacks an element of truth, and cannot be proved beyond doubt. It contains some elements of uncertainty.
Activity 2
Read the texts below and answer the questions that follow:
I think Tanzania's forests are in trouble. It is possible that Tanzania could lose its entire forest cover in under a century if more is not done to reduce the current rate of deforestation, estimated at round one million acres each year. There is a possibility that Mt. Kilimanjaro itself is severely affected by environmental damage. Perhaps, for thousands of years, the Serengeti winds would sweep over the cool and humid forest air carrying this moisture to the top of the mountain, but this is occurring at a smaller scale due to environmental changes.
It might be the deforestation on the slopes of mountain Kilimanjaro has contributed to the melting of its glaciers causing the East African trade winds to stay dry and warm accelerating the demise of the snow caps as this air flow reaches the summit. The dry winds also is no longer replenishing the glaciers, therefore, aiding in the demise of these magnificent mountains of ice. According to UN, Tanzanians population probably may be growing by over 2 percentages per year. It is possible to increasing rate of deforestation due to the demand of charcoal as a cheap source of energy. In addition burning down and cleaning of forests for crop cultivation in order to cater for this growth.
Exercise 1
Analyse the non factual information from the text above.
Identify five indicators of non factual information from the text above.
Give the meaning of the following words as used in the passage: a) Ice, d) Fauna, b) Snow, e) deforestation, c) Flora, f) land degradation
State whether the statement below is fact or non fact, according to the passage above. a) Tanzania's flora and fauna may lose its habitat because of deforestation. b) Tanzania’s population is growing by over 2 percent according to UN, c) There is a possibility of melting of glaciers due to the dry winds in the slopes of Mt. Kilimanjaro. d) The snow and glaciers from Serengeti go up onto Mt. Kilimanjaro summit.
Activity 3
Listen carefully to the newspaper text on gender read by your teacher and point out five facts and five non facts orally and in writing.













Topic 14: WRITING A PERSONAL LETTER
Friendly or personal letters are means of communication through letter. We normally write letters to loved ones, including mothers, fathers, uncles, aunts, sisters, brothers, lovers, wives, husbands, teachers, friends, etc.
We normally use statements such as 'Dear mother', 'Dear father', 'Dear sister', 'Dear friend', 'hi daddy',' hi mummy', 'hi aunt'. in the greeting (introduction part). We use expressions such as 'your loving daughter', 'your loving son', 'your loving………', 'missing you….....'in the closing remarks.
Components of a friendly letter
Writer’s address -written on top right hand corner.
Date - below the sender address.
Salutation - comes after the address.
Main body-states the aim or purpose of the letter.
Closing statement-ending the letter.
Signature and name of the writer/sender- extreme end of the letter.
Example 1

SAMPLE LATTER
Kongani Secondary School,
P. O. Box 340,
Pemba
05December, 2014
Dearest Mother,
It is my hope that you are doing well. It's been a long time since I last wrote to you. I am generally fine and continue with my studies. By the way, we will close school for a short holiday this Saturday till early April. I ask that you send me some money for a bus fare from school.. Please send me the money very soon so that I may pay the transport officers. Greetings to brothers Jorum and Maven and sisters Jacky and Joan, as well as all my friends.
I hope to see you during holiday and pray for you with best wishes.
Your loving daughter,
N.S
Nasra Shomari Mohamed.

Activity 1
Pretend that you are Nasra's mother and reply to the letter, informing her that you will send her some money before school closes.





Topic 15: TAKING NOTES
This is the process of taking notes, either from spoken or written text. For example, from radio, television broadcasting and different stories or speeches or in the papers.

Important Points from Oral Texts

What to consider when taking notes from different sources.
These include:
To note down important information.
Write in short phrases, not long sentences.
To use dashes and other marks to separate points. These marks are used to separate the noted points to avoid mingling and/or redundancies.
Activity 1
Listen carefully from the text and take notes.
Early marriage puts girls at great risk. Due to their young age, they are not physically mature enough to become mothers. Early marriage also results in early and frequent childbirth, leading to large families. Forced early marriage also denies girls the right to enjoy their childhood, the right to education and the right to choose a husband they love and of their own age group. When girls are forced to marriage with older men, they are likely to become widows at an early age. When this happens, the young widows are left to take care of the children themselves or have to remarry. Many of these women struggle because African customs and traditions do not allow a young wife to inherit her husband's property as most customs deny women the right to own property.

Exercise 1
Write down the important points from the passage read to you.

Important Points from Written Texts
Write down important points from written texts
Kino jumped forward as the rifle fired and his large knife swung and cut through the man’s neck and chest. Kino was a terrible killer now. He took the rifle with one hand and with the other he pulled his knife out of the man’s body. Kino moved very fast. He turned around and hit a second man’s head. The third man crawled away into the pool. He then began to climb up the rocks where the water was coming down from. The man’s head and feet were caught in bushes. He cried and tried to climb up but Kino had become hard and cruel. Kino raised his rifle and fired, then saw the man falling backward into the pool. Kino walked into the water; in the moonlight he could see the man’s frightened eyes. Then Kino fired the rifle between the man’s eyes.
Kino stood and looked up to the cave, something was wrong. The insects were silent now. Kino listened and heard a sound. He knew the long, rising cry from the little cave on the side of the mountain. It was Juana’s voice. The sound was the cry of death.

Exercise 2
Write notes from the passage above.

Topic 16: WRITING A VARIETY OF TEXTS

Filling in Forms

Activity 1
Imagine you are filling in this registration card for your friend. What questions would you ask him or her to fill it in?


Activity 2
Complete this visitor’s card.
Name of visitor:
Address:
Arrival date:
Destination:
Flight no………………………………
Flight arrival time……………………

Writing Things/Notes in a Diary

Diaries or journals are books where you write what has happen each day, year, month, week, etc. It is written to help the writer to remember important events and thoughts. In their diaries, writers comment on what they have seen recently or previously. They also describe their thoughts and feelings. They record the reasons for doing or liking certain things. The language used in diaries is usually informal and the writer will often emphasize certain events and feelings that mean a lot to them. A calendar diary has printed dates, months, days and sometimes years. This helps the writer not have to write them over again but only write when there are details; they are mostly used for work. In it, people record appointments, reminders, meetings, and plans for each day in the future.
A diary is a book with pages for each day of the year in which you can write down what you do each day and what you plan on doing in the future. A dairy can also be used to write our private thoughts and feelings, views or opinions

Tuesday, October 23, 2018

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Sunday, October 21, 2018

What is poetry/ poems/ growing up with poems

Poetry

It is a way of expressing the feelings, emotions or ideas, using language characterized by imaginary and rhythmical sound.
TYPES OF POETRY
v There are different types of poetry namely, narrative, descriptive, lyric, sonnet and ballade.
v These types can be categorized into two forms namely: Open and closed poetry.
NARRATIVE POETRY; is a poem which tell a story.
v They tend to be long than others. Example “Song of Lawino and Song of Ocol”
v Narrative poetry includes epic, which is usually a book- long narrative poem about serious subject.
ii. Reflective poetry
v Is a poetry in which thoughtful debates an issue or ideas and comes to a conclusion.
iii. Descriptive poetry:
v The poetry which concentrates on the description of the people, objects, experience, places etc.
iv. Lyric poetry:
v This is the most common poetry. It is usually short and express very strong/powerful feelings about universal issues such as love, hate, death, torture etc.eg, “Eat More”
v. sonnet
v Is a poem of fourteen verses and it is divided into two parts.
a) Octave – Made up of first eight verses.
b) Sextet – Consisting of the remaining six verses. Example “If we must die”
vi. Ballad:
v A poem about the story, example “Ballad of the Landlord”
Closed form / traditional poem poetry
v It is a type of poetry which strictly observes the rules of writing poems such as;
• Rhyme partten.
• Equal number of syllables in each verse.
• The length of verses.
• The number of verses in each stanza, etc.


Open form/ free verse/ modern poetry
• It is a kind of poetry which does not observe the old rules of writing poems.
v The following books are examples of poetry collection:
• Song of Lawino and Song of Ocol written by Okot P`Bitek.
• Songs of Malaya and prisoner written by Okot P`Bitek.


• Malenga Wapya written by Institute of Kiswahili, and Foreign languages Zanzibar.

COMMON items USED IN criticism a POEm
Ø Content: What the poem is about/what it describes.
Ø Themes/ message: What to be learned by the readers. Examples death, colonialism, alienation, betrayal, exploitation.
Ø form: How the poem is arranged.
Ø A VERSE: A single line in a poem.
v STANZA: Arrangement of verse in a poem. Several verses comprising complete ideas.
v Rhyme: Repetition of similar sounds at a regular interval verses, usually the last sound in a verse.
v Rhythm: Stressed and unstressed syllables in regular intervals.


Language
ü Poetic language is full of symbols and figures of speech so as to arose emotions and feelings of the readers.
ü In criticism a poem one examines whether the language is simple or complex, appropriate or inappropriate, direct or indirect etc.
Tone (voice)
v The attitude the poet or poetess talks to wards a subject or audience so as to communicate his feelings
MOOD
v State of mind/altitude of the poet or poetess about what is said.
Imegery
v A mental picture drawn through the use of words.
symbolism
v A way of presenting an important ideas/issue using an object or thing.




Figure of speech
Simile: Comparison of things using words like; “as…as” and like.
ii. Metaphor: Comparison of things by calling one thing the other, e.g.. He is an elephant.
iii. Personification: Attributing human qualities and characteristics to non human being.
iii. assonance
v Repetition of similar vowel sounds in stressed syllables that end with different consonant sound.
v Eg. Lake and fate, side write wide; Clean/cream
iv. Alliteration:
v Repetition of identical consonant sounds at the beginning of a word or stressed syllable within a word in verse.
v For example, After, life fitful fever.
v. onomatopoeia
v The formation of words by imitation of sounds resembling those associated with the object instead of object itself. Or
v The use of words that by their sounds suggest their meaning. E.g. “Hiss, buzz, whirl, sizzle”
vi. HYPERBOLE (EXAGGERATION): is a figure of speech in which conscious exaggeration is used without the intention of literal persuasion. Eg. I have invited billions of people to my party.
vii. Rhetorical question
v A question propounded for it`s rhetorical effects and not required to reply.
viii. Euphemisms: A figure of speech in which indirectness replace directness of statement; usually in an effort to avoid offensive.
Eg. “At liberty” instead of “out of work”, “Senior citizen” instead of old people and “Pass away” instead of “die”
ix. Iron: A statement whose meaning is contrary to what is expressed.
x. Satire: is the foolishness in an amusing way of laughter that aims at amendment.
E.g.
Study the following poem carefully and observe some of the way of analysing it.


Eat more, by Joe Corrie
“Eat more fruit!” the slogan say,
“More fish, more beef, more bread!”
But, I`m third year now, wed.
And so I wonder when I'll see
The slogan when I pass,
The only one that would suit me,
“Eat more bloody grass!


Guiding questions
a) What is the poem about?
v The poem is about the feelings of an individual about commercial slogan that advertises foods that he cannot buy because he does not earn a living wage as unemployed.
b) At the first stanza, what is the general altitude of the poet towards the slogan?
v He is angry, complaining about the slogan, he is bitter, full of sorrow and unhappy about the slogan
c) What is the intention of the poet in the last line of the second stanza that says “eat more blood grass”
v The poet intention in “eat more blood grass” is to express his desertification at the idea that encourages eating a balanced diet while he does not have any employment so as to buy such a food.
d) What are the two points that make the poet sad?
v The slogan that insists on the importance of eating a balanced diet that he cannot afford .
v He is un employment and state of poverty.


e) What is the tone of the poet?
The tone of the poet is angry, satirical, and sad.
f) Comment on the rhyming pattern of the poem?
v It is regular poem with regular rhythm.
v It is systematically broken down into two stanzas each with four verses.


g) How relevant is the poem to your society?
v The poem is relevant to our society because we have poverty and unemployed people.
v Even those who are employed can not afford to live on their wages.
v Many commercial slogan are advertised through mass media by insisting on importance of eating balanced diet that many people cannot afford


h) What kind of poem is this?
v The poem is lyrical because it is short and expresses the strong feelings of the people about the slogan.
i) What are possible themes of this poem?
the possible themes of the poem can be, un employment, poverty and classes.
i) Mention the figures of speech in the poem?
Figure of speech in this poem are:


v satire – eg. “eat more bloody grass”
v Personification – e.g. “The slogan say”
v Repetition – e.g. “the words “eat and more” are used for emphasis.




Procedures of analysing poem
1. Title of the poem
2. Form and type of a poem
v Judge whether a poem is lyric, narrative, ballade etc.
3. Tone of the poet
v Whether the poet is angry, happy, sad, serious etc.
4. Musical or sound features of a poem
Pay attention on rhyme, rhythm, alteration, or refrain.




5. Possible themes
6. Message of poem
7. Relevance of the poem
8. Language use
8. Success and failure


Growing up with poetry
Editor: david rubadiri
Publisher: heinemann
Year: 1981

Freedom song
(marjorie oludhe macgoye)
v Atieno washes dishes,
v Atieno plucks the chicken,
v Atieno gets up early,
v Beds her sacks down in the kitchen,
v Atieno eight years old,
v Atieno yo.


v Since she is my sister’s child,
v Atieno needs no pay,
v While she works my wife can sit.
v Sewing every sunny day
v With her earnings I support,
v Atieno yo.
v Atieno’s sly and jealous,
v Bad example to the kids,
v Since she minds them, like a school girl,
v Wants their dresses, shoes and beads.
v Atieno ten years old,
v Atieno yo.


v Now my wife has gone to study,
v Atieno is less free,
v Don’t I keep her, school my own ones,
v Pay the party, union fee
v All for progress! Arena’t you grateful
v Atieno yo?
v Visitors need much attention,
v All the more when I work night,
v That girl spends too long at market,
v Who will teach her what is right?
v Atieno rising fourteen.
v Atieno yo.


v Atieno’s had a baby,
v So we know that she is bad
v Fifty fifty it may live
v And repeat the life she had
v Ending in post-partum bleeding,
v Atieno yo.
v Atieno’s soon replaced,
v Meat and sugar more than all
v She ate in such a narrow life
v Were lavished on her funeral.
v Atieno’s gone to glory
v Atieno yo.


a) Who is speaking the poem?
v The person who speaks in this poem is Atieno`s uncle.
b) What is the poem about?
v The poem is about a girl called Atieno, who is humiliated by her own maternal uncle.
v She lives in a bad condition and she is not sent to school as other children although her age allows her be at school.
c) What sufferings does Atieno experience?
v Atieno suffers from tortures or humiliations in the house of her uncle. Her uncle tortures her physically by treating her badly:
v Now my wife has gone to study,
v Atieno is less free,
v Don’t I keep her, school my own ones,
v Pay the party, union fee
v All for progress! Aren't you grateful
v Atieno yo?
d) Summarize the main idea in each stanza
v 1st stanza: It is about the humiliation, people are humiliated by giving a lot of work to this young girl and still they do not provide services to her like room to sleep and clothes.
v 2nd stanza: it is about oppression; this title girl Atieno works while the house wife sits freely. Atieno does all these with no payment.
v 3rd stanza: Atieno is blamed. Her uncle does not send her to school, and says that Atieno is a bad example to other children in the street.
v 4th stanza: is about segregation, when the wife of her uncle had gone to school Atieno is left at home without schooling.
v It does not mean that Atieno`s uncle has no money. He has money that is why he dares to pay money for union fee.
v 5th stanza: Atieno is blamed again that she has now changed her behaviour, and she spends much time at market during night.
v 6th stanza: it expresses about the Atieno delivery. She is now having a child, but the baby is given fifty of its life, later on we see it passes away.
v 7th stanza: it is about Atieno`s death.
e)What is the tone of the poet?
v The tone of the poet is sympathetic to the girl

f) What messages do we from the poet.
a) We should discourage child labour
b) We should alleviate poverty from the family level
c) We should uplift human right especially to the children
d) We should sympathize with the children.

Friday, October 19, 2018

Get analysis of Summons Poems such as Development, live and let die, etc


SUMMONS



***********
CO – ORDINATOR: RICHARD S. MABALA.
PUBLISHER: TANZANIA PUBLISHING HOUSE.
YEARS: 1980
It is the first collection of poetry in English in Tanzania. Although Tanzania was under British colonialism. The poets in this collection are young people brought up in the ferment of the policy of socialism and self reliance. Their poetry is therefore would be expected about problems of building socialism. They are about and against ideologies which mystify the vision people have of themselves and of their lives.
They are also about ordinary human questions and about the search of the poets for personal happiness and meaning in their life. There are about the suffering of our people under imperialist exploitation, in alliance with its local argents who include bureaucrats, and dishonest leaders.


SUN RISE (Jwani Mwaikusa)
v Behold!
v The sun has risen
v And with the sons of the land have risen too
v Forward they go
v Well armed
v Singing praises to the beauty of the sunrise
v With the determination of long – term warriors




v Challenging the enemy
v With the courage of free mind
v And the vigour of clean purpose
v Sit and wait brethren
v Wait and see what glory they bring at sunset
v How they pay homage to the land –
v And their people.
Analysis of the poem
a. What is the poem about?
The poem is about the sons of the land who have risen up singing the beauty of the sunrise. They are challenging the enemy waiting for a victory at sunset.
b. For whom does the poem tell us that the sun has risen?
From the poem, the sun has risen to the oppressed ones (the sons of the land i.e. peasants or workers who should rise up against oppression, exploitation, discrimination)


c. The poet talks about “challenging the enemy” who do you think the enemies might be?
The enemies might be oppressors, humiliators, exploiters, imperialists etc.


d. What events do you think the “sunrise and sunset” probably symbolizes?
The sunrise symbolizes the beginning of the struggle against evils in the society or period of rain, while sunset symbolizes the end of the struggle, and a period of harvest.
e. With the determination of “long – term warriors” what do you think the word ““long – term” tells us about the poet`s view of the struggle?
The word “long – term” means the distant future. The word implies that the struggle will take a long time.
f. There is one line that does not have normal word order. Which line is it and why is it so?
It is line 4, “Forward they go” it`s function is to stress the word “forward” to encourage people to continue with the struggle.


g. The poem contains two major images. What are they?
The images are sunrise and sunsets.
ü Sunrise - symbolizes the beginning of the struggle (rainfall)
ü Sunset – symbolizes the end of the struggle or freedom time or area of harvest.


h. What is the theme of the poem?
The poem talks about evils of colonialism/imperialism or oppressive ruling class.
Therefore the main themes are; Exploitation, Oppression and Humiliation of the lower classes by the powerful class.
i. What type of poem is this?
It is a sonnet poem, because it has fourteen verses with free verse.
DEVELOPMENT (Kundi Faraja)
A man of the people
Enters his office
To sit on the throne
Of party and state
His stick of power
Across the table.
He looks into the files
To see the demands
Of the millions of the people
Who for years since Uhuru
Have just managed to survive
They ring out one message
Man of the people
You have always been telling us
What we need…
Health centers,
More schools,
Clean water,
Better transport facilities,
Better living conditions.
Do you plead incapable


To bring about development?
I declare running
Better than walking
For a young and poor country;
I plead fighting underdevelopment
Tougher than fighting
A wounded buffalo
With a pocket knife;
I plead underdevelopment
Strong than the blows of the sea
When the hurricane is at the height,
I plead fighting underdevelopment
Tougher than combating colonialism;
I see that it`s more difficult
To maintain peace
Than to stop a coup d'état
I plead the cry
Of the nation
More painful than the yell
Of a woman
As her husband dies of sickness;
It`s more painful than the screams
Of a man
Dying in agony
In the coils of the greater python
Found in the African forest
How is development
To be brought brother
When the people to whom
We have entrusted power
Are corrupt?
I plead the stomachs
Of the privileged few
Greater than the rift valley;
They cannot be satisfied
With a normal share.
I plead the thirst
Of the minority
Greater than that of the Sahara;
No rains can quench it.
I reckon the minority
More sensitive to egoism
Then to National Development;
Nothing that is not theirs
Is of ant interest
Their response to egoism,
Is faster than camera film to light
But as slow as tropisms
To nation – building
The majority plead
Exploited
Cheated.
Disregarded
But brother
How is the development to come?


Analysis
i) What is poem about?
The poem is about development in developing countries. The poet argues that whenever there is selfishness, corruption, exploitation, and oppression there will be no development.


ii) Is the persona happy in this song? Why?
The persona is unhappy. He is complaining about the behaviour of some leaders who are corrupt, selfish, and irresponsible. Such leaders lead the countries into underdevelopment
iii) What does the term “Egoism” means in this poem?
The term “Egoism” refers to selfishness. It is thinking of one`s own interest or needs without thinking about others. It is also means not sharing what one has with others.


iv) Trace the verses which trace the possible themes and tell what themes they carry?
a) “…the people to whom we have entrusted power. Are corrupt” These verses carry theme of corruption.
b) “I reckon the minority, More sensitive to egoism” these verses are portraying the theme of selfishness.
c) “The majority pleads exploitation” it depicts the theme of exploitation.


v) Discuss the themes found in this poem?
a) Selfishness. It is the thinking of one`s own interest or needs without thinking for others, or it is the behaviour of not sharing what one has with others. In the poem, the poet has depicted selfishness of leaders as one of obstacle against development in the developing countries like Tanzania.
The leaders are sensitive to selfishness than building the nation. He says:
“I reckon the minority
More sensitive to egoism
Then to National Development”
It is true that the selfishness of most leaders is very dangerous in the process of development.
b) Corruption. It is immoral action where one gains his favour by giving bribes. It can be in terms of sex or materials. This is a problem which most of developing countries and even the developed ones are facing.
In this poem, the persona argues that it is very difficult for a nation to develop when corruption dominates the society. We cannot get development with the corruption. The persona says,
“How is development
To be brought brother
When the people to whom
We have entrusted power
Are corrupt?”
Therefore the poem maintains that corruption hinders the development.
c) Classes in the society. In this poem, the persona has pinned down the two major classes in the society. The first class is the upper class in which the persona seems to dislike it.
To him this class includes the minority who are selfish and corrupt. It is the class of the people whom we have entrusted power.
The poet say,
“I plead the stomachs
Of the privileged few
Greater than the rift valley;
They cannot be satisfied
With a normal share.
The second class is that of the majority who are exploited, cheated, and disregarded. In the last stanza, the persona says:
“To majority plead
Exploited
Cheated.
Disregarded
But brother
How is the development to come?


d) Exploitation. It refers to the use of manpower or materials selfishly or unfairly. In this poem, the minority are selfish and not satisfied with what they have. The poet says:
“To majority plead
Exploited
Cheated.
Disregarded
But brother
How is the development to come?

The lower class is complaining that the upper class is exploiting them. So with this evil, there will be no development.


d) Poor social services. The persona has discussed the issue of social services in the society. Since independence, people have been demanding better living standards and improvement of social services. But all these years of Uhuru have proved failure. Leaders have proved incapable of bringing development. People need health centers, more schools, clear water, better transport facilities and better living conditions. In the second stanza, the persona says:
v He looks into the files
v To see the demand
v Of the millions of the people
v Who for years since Uhuru
v Have just managed to survive
v They ring out one message
v Man of the people
v You have always been telling us
v What we need…
v Health centers
v More schools
v Clean water
v Better transport facilities
v Better living conditions.
v From the above stanza, development seems to be tough. Luck of social services are indicators of underdevelopment.
v According to the persona, all these problems have been contributed by leaders. They are not capable. Here says,
“Do you plead incapable
To bring about development?”




6. What do we learn from this poem?
v The lessons we get from the poem is that; wherever there is egoism, corruption, exploitation, poor leadership, then it is too difficult to develop. Therefore, we should fight against all these evils.


7. What is the form of the poem?
a) Type of the poem.
v This is an open form of poem. The poem length varies systematically in the length of the verse, and in number of verses in each stanza. There is no pattern to explain the poetic form.
b) Structure of the poem
The poem has twelve stanzas. The first has six verses, the second has fourteen, the third has two verses, and the fourth has ten verses, while the fifth has five verses, the sixth has ten verses, the seventh stanza has five verses and the eight has five verses.
The ninth stanza has four verses, the tenth has five verses but the eleventh stanza has four verses and the twelfth stanza has six verses.
e) Language/ diction
v The language used in this poem is simple, ordinary, clear and straight forward. Although the language characterized by the following:
i) Repetition of words for emphasis i.e. “plead” “underdevelopment” “development” and “A man of the People”
v For stance, “A man of the people” emphasizes an irony towards leaders.
ii) Barbarism: the poet has also used a swahili word, i.e. “Uhuru” in the 2nd stanza.


f) Hyperbole
g) Exaggeration is used to magnify the ideas, example, “the stomachs of the minority greater than that of the Sahara”
iii) Personification has been used in this poem. This can be seen in the fourteen stanza when a country is given qualities of running and walking. The persona says:
“I declare running
Better than walking
For a young and poor country…”
d) Tone/voice
v The altitude of the poet is ironic, sympathetic or satirical. The persona is in very deep feeling.
e) Mood. The state of mind of the poet is ironic, serious and angry: this is due to exploitation, selfishness and corruption. The pardoner hates the leaders who are selfish, corrupt and exploiters.
f) The relevance of the Poem. The poem is relevant to all developing countries, like Tanzania and other African countries where corruption is rampant. The persona says: “How is development
To be brought brother
When the people to whom
We have entrusted power
Are corrupt?”






HOLLOW HEADS (Jwani Mwaikusa)
v Hollow heads torture me with ignorance,
v Blind eyes harass me with darkness,
v Deaf ears tire me with silence,
v Dumb voices deafen me with gibberish,
v Blank minds confuse me with emptiness,
v And, above all,
v There is power and command.


Ø With wits and ears and eyes,
Ø I have speech and strong mind,
Ø But I remain weak and powerless,
Ø They oppress me, they torture me,
Ø They fight me, they kill me,
Ø It`s fight to bring me down to silence,
Ø To darkness and gibberish, to ignorance,
Ø And through brainwashing, to emptiness,


ü All right, my friend,
ü It`s a battle and I will fought it,
ü Eyes and wits and eyes and speech,
ü And strong conscience,
ü These are my weapons,
v And I fought to the last cell.


a) How many stanzas does this poem has?
This poem has four stanzas.
b) How many verses does each stanza has?
The first stanza has seven verses, the second has eight while the third stanza has five verses and the last stanza has a sing line.
c) What is the poem about?
The poem is about an individual who complains about oppression. He says, he is tortured and oppressed. He is tired of being oppressed and he or she has decided to wage war against all evils.
d) Does the persona fear his enemy?
No, he does not fear his enemy. He is ready to die. In the last stanza he comments that he will fight to the last cell (to death)
e) What are the themes of this poem?
i. Sacrifice – the persona in this poem is ready to die fighting against the enemy. He is tired to oppressed, exploited, and humiliated. He is determined to do away with all evils through battle. This can be seen in the 3rd stanza when the poet says:
“All right my friends,
It`s a battle and I will fight it
Ears and wits and eyes and speech,
And a strong conscience,
These are my weapons”
It is obvious that the persona is ready to lose his life to make sure that oppression and exploitation do not continue.


2. Protest. The persona is seen to protest against exploitation, and oppression. For example when he says, “Hollow Heads” is a protest against oppression. The persona argues that despite the fact that he is ignorant, blind, deaf and oppressed on top of these problems, there is power and command. Because of these evils, the persona is protesting actively. He is ready to die; he will not stop till the end of his life in the last stanza he says,
“I will fight to the last cell”


3. Consciousness. The persona in this poem is aware of problems. He knows that ignorance tortures. He is also aware that the enemies surrounding him are strong. So there is a need for sacrificing. He is aware that all these evils have a negative effect to him. They torture, kill and silence him. In the second stanza he says:
“With wits and ears and eyes,
I have speech and strong mind,
But I remain weak and powerless”
v So, he needs to be strong and powerful.


4. Oppression. Is a situation where freedom of the people is restricted by those in power. People can be oppressed economically, socially, culturally and psychological. In this poem the poet has depicted the persona being oppressed as a result of his ignorance and selfishness of the people in the authority.
In the first stanza we see the persona being oppressed due to ignorance, but in the last verse of this stanza, we see the persona putting emphasis on oppression done by those who are in power. That is why he says that “above all there is power and command”


FORMS OF THE POEM
a) Type of poem
It is a free verse/ open form type of poem
b) Structure. The poem has four stanzas. The first stanza has seven verses, the second stanza has eight verses, the third stanza has five lines and the last stanza has one verse.
c) Language / diction. The language used is clear and straight forward. However, the poet`s choice of words helps us to reflect the anger of the persona as well as the hope to be free physically from enemies.
E.g. “hollow heads”, “harass”, “tire”, “confuse”, indicate the anger of the persona.
The repetition of words is used to serve the emphatic role, e.g. Torture, emptiness.


d) Figure of Speech.
Personification. e.g. Hollow heads torture me”
Irony. The persona calls his enemies friends. In 3rd stanza he says;
“All right, my friends,
it`s a battle and I will fight it”
iii. Tone/voice.
The tone is that of seriousness because the persona is ready to fight till his/her last blood.
iv. Mood.
The mood of the persona is sad because he/she is oppressed, tortured and confused.


LIVE AND LET DIE (KUNDI FARAJA
v One says that
v My children are dwarfs
v That no one seems taller
v Than the other.
v That they never take a bath,
v That they are soiled.
v That they eat lice
v From their clothes
v Let them eat, brothers,


v Until the system changes,
v Until exploitation ends;
v Let them eat brothers,
v Because we are on the way
v To build Ujamaa
v But, at present,
v The system has not changed


Ø Let them eat, brother.
Ø Because the rich nations
Ø Are not yet ready
Ø To die a little
Ø So that the poor nations may live:
Ø Let them drink water.
Ø Let them eat air,
Ø Let them digest the sunshine


Ø Because that is what
Ø I can afford to buy.
Ø Meanwhile I wait
Ø For Uhuru to flower,
Ø For Uhuru to come
Ø When the time is ripe.


ü Let them eat brother,
ü Because the rich man
ü Is convinced that
ü It`s because I'm lazy
ü That they don’t have food,
ü That they don’t good health.
ü That they wear rags.
ü And that their house
ü Is like an abandoned hut


v Let them eat brother
v Because the rich man
v Thinks that it`s because
v I don’t plan my family
Ø Let them eat brother.
Ø Because the rich man
Ø Does not like to hear
Ø That he is reach
Ø Because of me
Ø That I work hard
v But for him and
v Not for myself
v That it is only because
v I'm a slave of a system
v That I lead a poor life


GUIDING QUESTIONS
i. How many stanzas does this poem has?
This poem has six stanzas.
ii. What is the poem is about?
The poem is about a poor person who is disappointed with the existing system. The relationship between the developed countries and developing countries is exploitative in nature.
iii. What do you think the poet means when he says, “to die a little”
He wants the rich nations to relieve the poor nations so that they can develop. Therefore, to die a little” is to be considerate for the benefits of the poor countries.

iv. What type of poem is this?
It is an open form poem. This is because the number of syllables varies in each verse, even the length of the verses varies. There is also a variation in number of verses in each stanza.
v. Themes
Exploitation. It can be looked in different forms; it can be through forced labour, un equal exchange etc. The foreign bourgeoisie uses African government leaders and businessmen as puppets to protect their interest and to help continue exploiting the African masses. The presence of poor living conditions in the society is result of exploitation. The poet says“
ü “one says that
ü My children are dwarfs
...they are soiled
ü That they eat lice…
…let them eat brothers
...until exploitation ends”
In other words, exploitation has made most of the families lead poor life.
a) Impact of neo – colonialism to developing countries. Neo colonialism refers to the use of economic or political pressure by powerful countries to obtain or to keep influence over other countries especially their former countries. The poet argues that since big countries are using their powers in economy and political matters, then the poor countries will not develop. In this poem, neo- colonialism can be evidenced when the poet says:
v …because the rich nations
v Are not yet ready
v To die a little
v So that the poor nations may live.”
The persona sees neo-colonialism as an obstacle to development. Had the rich countries been ready to reduce powers over these poor countries, it would have been easier for poor countries to develop. But the rich people and rich nations are not ready.
b) Poor living conditions. The standard of living among most Africans is below the average. Most people are living poor life. They do not get important and necessary services at better level, i.e. few schools, poor health centers, poor communication systems, etc. Due to this, children are getting Kwashiorkor as a result of underfeeding. The existing system has failed to solve problems in order to improve the living condition. The poet says,
“one says that
My children are dwarfs
That no one seems taller
Than the other
That they never take a bath
That they are soiled
v The health of these children seem to be poor due to poverty.
c) Classes in the society. Two classes of people emerge in this society, especially after independence. The class of poor people does not own anything. That is why the poet says:
…because the rich man
Is not yet ready
To die a little
So that the poor man may live…
This proves that the rich are exploiting the poor. The relationship between these two classes is exploitative in nature.
d) Poverty. It is a state of being poor, or lack of important human needs. Most of African are poor, they can not afford basic needs. On this poem the poet says:
Let them drink water
Let them eat air
Let them digest the sunshine
Because that is what
I can afford to buy
…that they don’t have good health
That they wear rags.
h) What lesson do we get from the poem
The system must be changed in order to improve the living conditions of developing countries. Exploitation done by both the rich people and rich nations is an obstacle to the development.
Form of the poem
a) Type of the poem?
It is a free verse poem.
b) Language/ diction
The language used is very clear and straight forward. The poet has employed images and figures of speech.
i) Satire. “let them digest the sunshine because that is what I can afford to buy”
ii. Symbolism. “to die a little “ to sacrifice a little bit”
iii. Imageries. The poet has used the terms “dwarfs, soiled, rags, abandoned hut” indicating poverty.
d) tone/voice
v The tone of the poet is satirical and sad.
e) Rhyme schemes
v It has irregular rhyme pattern.
f) The relevance of the poem
v The poem is relevant to all developing countries where most people are still poor and there is exploitation of lower class by rich people.
g) Mood of the poet
v The altitude of the poet is sad. He believes that if the system is changed, then development can be achieved

How to deal or teach Slow learners ? See step by step here !

Slow Learner

  • Slow learner is a child who has a limited ability of learning or a child who its intelligence is below average due to different reasons.

Foreword

  • Teaching slow learner is not a simple task 1,2,3. It needs some one who is patient, caring and who love teaching others to be be perfect in something. As the definition explains above that , slow learner is a child whose its intelligence is below average, there fore you must consider different teaching Technics so as to come up with the best results, and if you will find out that among of your Technic is more helpful, then apply it.
  • Steps to Achievement for the Slow Learner
 

How to deal with group of slow learners

  • first you have to identify them. that is if a school has large number of students, then they have to be sorted out first. Sorting them out will help the teachers to know exactly number of slow learner who they are going to work with.
  • Second, they have to be distributed to the number of teachers available in a certain school, that is if the school has 10 teachers and the total number of slow learner is 10, every teacher will work with only one student. this will simplify working with one slow learner, as it will be easier to make assessment,working with him or her any time, the learner will feel special and it will help a learner to pay attention to what his or her teach instruct the learner is alone.
Source

After being sorted and distributed

  • Choose the best teaching methods to work with your learner. This will work by trying to apply different teaching methods, that is, at the beginning try to apply different methods as you can when teaching him or her, this will help you to understand which method is the most suitable for your student, as you make an assessment to your student in each every methods you use.
  • Assessment, if you real want to have better to have better result to your student, please make sure you assess him or her as more as you can. This will help you as a teacher to understand the progress of your student, however it will have more advantage to your student, as the more test, quizzes, exams and or any other form of assessment will build your student with confidence to do activities you provide to him or her.
  • Do not give up so easily, that is you have to be patient and kind as i have said before that teaching a slow learner is not a simple task. There fore you do not have to give up so easily because you may find that, you have taught him or her yet after giving him or her the work or an assignment ,either quiz, or test and or exam, and she score zero, do not be frustrated, what you are supposed to do is to try another teaching methods which will make him or her do the best next time.
Source

One more thing to work with your Learner

  • Try motivating him or her . In this case you are not supposed to apply negative motivation like punishment, rather you are supposed to apply positive motivation such as interesting gifts.This will make your learner to work hard as she or he knows that is going to have something she like when do good in her or his learning activities. for this to work out, try to read your student first, that is try understand him or her well the thing she or he likes the most, and promise him or her to give him or her when she will do best. You must also be honesty so as when she or he do good work you truly give him or her the gift.
  • Also you have to provide productive punishment when she or he misbehave or did something wrong, that is instead of using sticks and or any other harsh punishment, try to give him or her the work that will become more advantageous to him or her and you. Example if you are teaching him or her English language, give him or her a task to write a single sentence and she he must fill 15 pages or above of same single sentence.

Things to avoid when teaching your student.


  • Avoid being aggressive.
  • Avoid being harsh.
  • Avoid him or her to give up on his or her work.
The Slow Learners
 
Source
Generally, transmitting knowledge skills from one person to another need some one is ready, loving, caring and patient. There fore teaching slow learner need kind of teacher who is qualified to teach slow learners because as i have said above that teaching slow learner is not simple task, there for teaching slow learner is not a job of everyone, that is not every one can be able to teach slow leaner.

Saturday, August 25, 2018

What are the factors which Determine Forms of Decolonization in Africa ?

The factors which determined the form or methods of decolonization


1. The nature of colonial economic structure

The type of colonial system established in the colony was the major reasons for difference in the struggle for independence e.g. peasant colonies like Ghana, Tanganyika and Nigeria, independence came through constitutional means. This is partly because the colonialist received little to exploit in these colonies.


In settler colonies such as Algeria, Zimbabwe, Namibia and Kenya, independence was achieved through armed struggle. These are because the settlers were not ready to leave the land or colony and grant independence.

2. Economic and political position of the colonizing power


Some of the colonial powers like the Portuguese were poor and their colonies were remedy for their poverty. Therefore granting independence to such colonies meant committing economic suicide. Therefore independence in the Portuguese colonies was to be achieved through the barrel of gun/armed struggle

3. Attitude of the colonial masters.

Example, Kenya was regarded as a crown colony or crown land (land of the Queen of England) hence not easy for the colonial powers to grant independence. This necessitated armed struggle.


Angola and Mozambique were regarded as extension of Portuguese abroad (Portuguese provinces abroad). Therefore the long drawn on guerilla war in these colonies were invisible.


4. The nature or structure of the African societies.


This depended on the level of development reached by societies like whether they were collaborative, weak, strong etc. therefore the only solution was to attain independence through armed struggle.


5. Relationship between different ethnic groups and racial community within the colony.


The form of struggle was also influenced by the relation between ethnic group or racial segregation. Discrimination revealed bitterness and hatred among the colonial subject this complicated the struggle for independence. Example. Members of different ethnic groups failed to unite and form mass political parties.


In some cases the colonialists tended to favour minority against the majority to form the government of independent African states. This led to the revolution for the majority felt that they are not independent/free example in Zanzibar.

Monday, August 20, 2018

Ajira mpya za walimu leo 20 August 2018

Tamisemi yatangaza ajira mpya za walimu leo tarehe 20 August 2018
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Friday, August 10, 2018

ORODHA YA WATUMISHI WA SEKRETARIETI ZA MIKOA NA MAMLAKA ZA SERIKALI ZA MITAA WALIOHAMISHWA KUANZIA JULAI 2018-AGOSTI 2018

haya hapa majina kamili
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>>>>>   orodha yote hii hapaa

Friday, August 3, 2018

Majina ya Watumishi wanaostahili kulipwa madai ya Malimbikizo ya Mishahara 02 August 2018

Bofya hapa kupata orodha yote , >>>



>>>> hapa   Orodha ya Mitihani